LS3- Groups of organisms show evidence of change over time (structures, behaviors and biochemistry).
1. 7c citing evidence of how natural selection and its evolutionary consequences provide a scientific explanation for the diversity and unity of past and present life forms on Earth. ">(e.g. Galapagos Islands, Hawaiian Islands, Australia, geographic isolation, adaptive radiation).
National Standards:
Content Standard A: Scientific Inquiry
Content Standard C: Life Sciences-biological evolution
Context of Lesson:
This lesson discusses the similarities and difference seen in species that shows their adaptations which make them fit to live under certain conditions in specific habitats. It will connect the last two lessons where anatomy structure and function were discussed as environmental advantages/disadvantages and the discoveries of Darwin in relation to this. Darwin's findings in the Galapagos Island will be explained here in its relation with the finches, but the students will first do an inquiry lab demonstrating how certain characteristics allow an organism to adapt better to their enviroment. The main new idea students should be learning is that very similar species can have very different niches through a process know as adaptive radiation.
Opportunities to Learn:
Depth of Knowledge
DOK-level 1: recall who Darwin is and some key facts about him
DOK-level 3: make connections to with inquiry activity to Darwin's idea of descent with modification
DOK-level 2: make comparison between the different items at each station and explain which "picker-upper" goes best with each item
Prerequisite Knowledge
-Organisms live in certain habitats becaue they have certain features that allow for survival in these enviroments
-Where did Darwin go on his voyage with the H.M.S. Beagle and what species did he find there?
Plans for Differentiating Instruction
Bodily-kinesthetic: picking up tools, working with hands
Visual: Handout for spatial organization of writing down findings
Auditory: Verbal explanation of evolution terms and theories
Accommodations and modifications
Students with poor vision will have priority seating for overhead viewing
Environmental factors
The classroom is set up with 12 two-seated tables evenly spaced within lab benches that project from the walls. The front of the room has a white board and large desk with a computer for teacher use and student use when permitted. There is a projector in front of the desk which allows for many opportunities to display notes, diagrams, pictures, etc. For purposes in this lesson, students will use the lab benches for different stations for part of the class as well as their desks.
Materials
Pencil
Paper
Station handout: What is the tool at each station?Which material was picked up best by the tool at each station?
Projection of Galapagos finches illustrating slight beak variations and adaptive radiation
Projection of Anolis lizardsshowing divergent evolution
Objectives:
After completion of this lesson, students will:
1) Be able to explain how adaptations make an organism better suited to live in a particular enviroment over other organisms
2)Describe how Darwin used descent with modification to justify his findings on the Galapagos Islands
3) Be able to explain how adaptive radiation fits into evolutionary theory and give examples ( finches, Anolis lizards)
Key Terms: convergent evolution, divergent evolution, adaptive radiation
Instruction:
Opening:
A projection demonstrating divergent evolution in the Anolis lizards will be displayed for the class. Students will be asked to respond to the picture will comments, question, and connections they might make to previously learned ideas. Then we will discuss a few responses answer address and misconceptions based on information from previous lessons. Explain to the students that we will be exploring how different organisms survive in their environments through an open activity at the lab benches. This activity should boost the discussion afterwards when talking about adaptations for certain environmental conditions.
Engagement:
Adaption Inquiry Lab:
The students will be given a handout with five different stations labeled on them. Students will break into groups of four or five and spend 5-8 minutes at designated lab stations, taking turns testing out the tools. Each station will have a tub of assorted beads, blocks, and other irregular shaped objects. The setup will go as follows: station 1-tweezers, station 2-pliers, station 3-salad tongs, station 4-chop sticks, station 5-forks. Groups will have a chance at each station making comments about what item was picked up best and any other ideas they get that involve the activity. Students will be encouraged to record all thoughts/ ideas that connect to today's lesson or previous lessons. After about 25 minutes, class will come together for more instruction.
Students will be asked to use notepaper for writing the explanation of their activity and some other ideas related to it. Then they will be given the opportunity to share out their findings and compare with the other groups. When and if the class comes to a consensus we will discuss how this is an example of adaptation because it shows different characteristics working better or worse depending on an environmental factor (food availability) as represented by the various items intended to be picked up by the tools.
Give the students two examples of similar animals whose slightly different adaptations allowed them to thrive in different enviroments (Galapagos finches and Anolis lizards). Discuss how these species demonstrate two theories: divergent and convergent evolution. Further explain divergent evolution in terms of adaptive radiation with Galapagos finches overhead.
Closure:
Students will be given an assignment to find another example of adaptations of a species and explain what is different about this version of the species that allows it thrive in its environment over other versions of this species. Bring together all ideas of structure and function, Darwin, adaptations, and adaptive radiation in the building of a complete interpretation of evolution.
Assessment:
Students will be asked to hand in station sheets for analysis of students thoughts and to hopefully find common answers across the the board. Homework assignment will be collected and graded with a check or check plus if student was able to find something related to convergent, divergent or adaptive radiation
Lesson Plan
Lesson Title: Adaptations
State Standards: GLEs/GSEs
LS3- Groups of organisms show evidence of change over time (structures, behaviors and biochemistry).1. 7c citing evidence of how natural selection and its evolutionary consequences provide a scientific explanation for the diversity and unity of past and present life forms on Earth. ">(e.g. Galapagos Islands, Hawaiian Islands, Australia, geographic isolation, adaptive radiation).
National Standards:
Content Standard A: Scientific InquiryContent Standard C: Life Sciences-biological evolution
Context of Lesson:
This lesson discusses the similarities and difference seen in species that shows their adaptations which make them fit to live under certain conditions in specific habitats. It will connect the last two lessons where anatomy structure and function were discussed as environmental advantages/disadvantages and the discoveries of Darwin in relation to this. Darwin's findings in the Galapagos Island will be explained here in its relation with the finches, but the students will first do an inquiry lab demonstrating how certain characteristics allow an organism to adapt better to their enviroment. The main new idea students should be learning is that very similar species can have very different niches through a process know as adaptive radiation.Opportunities to Learn:
Depth of Knowledge
DOK-level 1: recall who Darwin is and some key facts about himDOK-level 3: make connections to with inquiry activity to Darwin's idea of descent with modification
DOK-level 2: make comparison between the different items at each station and explain which "picker-upper" goes best with each item
Prerequisite Knowledge
-Organisms live in certain habitats becaue they have certain features that allow for survival in these enviroments-Where did Darwin go on his voyage with the H.M.S. Beagle and what species did he find there?
Plans for Differentiating Instruction
Bodily-kinesthetic: picking up tools, working with handsVisual: Handout for spatial organization of writing down findings
Auditory: Verbal explanation of evolution terms and theories
Accommodations and modifications
Students with poor vision will have priority seating for overhead viewingEnvironmental factors
The classroom is set up with 12 two-seated tables evenly spaced within lab benches that project from the walls. The front of the room has a white board and large desk with a computer for teacher use and student use when permitted. There is a projector in front of the desk which allows for many opportunities to display notes, diagrams, pictures, etc. For purposes in this lesson, students will use the lab benches for different stations for part of the class as well as their desks.Materials
PencilPaper
Station handout: What is the tool at each station?Which material was picked up best by the tool at each station?
Projection of Galapagos finches illustrating slight beak variations and adaptive radiation
Projection of Anolis lizardsshowing divergent evolution
Objectives:
After completion of this lesson, students will:1) Be able to explain how adaptations make an organism better suited to live in a particular enviroment over other organisms
2)Describe how Darwin used descent with modification to justify his findings on the Galapagos Islands
3) Be able to explain how adaptive radiation fits into evolutionary theory and give examples ( finches, Anolis lizards)
Key Terms: convergent evolution, divergent evolution, adaptive radiation
Instruction:
Opening:
A projection demonstrating divergent evolution in the Anolis lizards will be displayed for the class. Students will be asked to respond to the picture will comments, question, and connections they might make to previously learned ideas. Then we will discuss a few responses answer address and misconceptions based on information from previous lessons. Explain to the students that we will be exploring how different organisms survive in their environments through an open activity at the lab benches. This activity should boost the discussion afterwards when talking about adaptations for certain environmental conditions.Engagement:
Adaption Inquiry Lab:The students will be given a handout with five different stations labeled on them. Students will break into groups of four or five and spend 5-8 minutes at designated lab stations, taking turns testing out the tools. Each station will have a tub of assorted beads, blocks, and other irregular shaped objects. The setup will go as follows: station 1-tweezers, station 2-pliers, station 3-salad tongs, station 4-chop sticks, station 5-forks. Groups will have a chance at each station making comments about what item was picked up best and any other ideas they get that involve the activity. Students will be encouraged to record all thoughts/ ideas that connect to today's lesson or previous lessons. After about 25 minutes, class will come together for more instruction.
Students will be asked to use notepaper for writing the explanation of their activity and some other ideas related to it. Then they will be given the opportunity to share out their findings and compare with the other groups. When and if the class comes to a consensus we will discuss how this is an example of adaptation because it shows different characteristics working better or worse depending on an environmental factor (food availability) as represented by the various items intended to be picked up by the tools.
Give the students two examples of similar animals whose slightly different adaptations allowed them to thrive in different enviroments (Galapagos finches and Anolis lizards). Discuss how these species demonstrate two theories: divergent and convergent evolution. Further explain divergent evolution in terms of adaptive radiation with Galapagos finches overhead.
Closure:
Students will be given an assignment to find another example of adaptations of a species and explain what is different about this version of the species that allows it thrive in its environment over other versions of this species. Bring together all ideas of structure and function, Darwin, adaptations, and adaptive radiation in the building of a complete interpretation of evolution.Assessment:
Students will be asked to hand in station sheets for analysis of students thoughts and to hopefully find common answers across the the board. Homework assignment will be collected and graded with a check or check plus if student was able to find something related to convergent, divergent or adaptive radiationReflections
(only done after lesson is enacted)Student Work Sample 1 – Approaching Proficiency:
Student Work Sample 2 – Proficient:
Student Work Sample 3 – Exceeds Proficiency:
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